Continuing a long-standing goal from this P01 to explicate important links between speech and reading, in this new proposal we propose a brain-based account of atypical reading development that traces phonological (and later reading deficits) to eariier problems in the machinery for speech perception, production, and perception/production interactions. To test this account, we focus on 1) how sensorimotor systems associated with speech perception and production support the development of age-appropriate phonological and later orthographic learning;2) how becoming print-literate feeds back upon and modifies speech perception and production;and 3) how these relationships differ in contrastive orthographies. We employ a hybrid longitudinal/cross sectional design to examine concurrent and prospective brain-behavior relationships in high and low risk children as they transition from basic speech processing to phonological awareness (ages 4 to 6.5) and orthographic learning (ages 6 to 8.5). At the cognitive level of analysis we employ experiments that examine quality of speech perception and speech production, and sensorimotor adaptation, along with more conventional assessments of phonological processing, language, cognitive and sensorimotor skills. At the neurobiological level of analysis we utilize age-appropriate multimodal neuroimaging (including Near Infrared Spectroscopy (NIRS), EEG, and structural and functional MRI), to explicate concurrent and prospective brain behavior relationships associated with typical and atypical reading outcomes. In this older age range (6 to 8.5) we will also examine two contrastive orthographies (Spanish and Chinese) to test whether hypothesized bidirectional relationships between speech and reading development are language invariant or language specific at both the neurobiological and cognitive levels of analysis.

Public Health Relevance

This program is relevant to the understanding the development of spoken and written language competence which is crucial for successful academic and life outcomes. Project I, by exploring the neurocognitive origins of atypcial reading , adds a critical developmental perpsective on speech and reading relations in the Program, and is highly relevant to issue of improved eariy detection of reading disability.

Agency
National Institute of Health (NIH)
Institute
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Type
Research Program Projects (P01)
Project #
2P01HD001994-46
Application #
8427811
Study Section
Special Emphasis Panel (ZHD1-DSR-H (52))
Project Start
1997-02-01
Project End
2017-05-31
Budget Start
2012-08-01
Budget End
2013-05-31
Support Year
46
Fiscal Year
2012
Total Cost
$244,822
Indirect Cost
$107,718
Name
Haskins Laboratories, Inc.
Department
Type
DUNS #
060010147
City
New Haven
State
CT
Country
United States
Zip Code
06511
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